These summaries return to the
theme of assisting children and young people to achieve meaningful academic and
social inclusion at school and in higher education.

The common principles concern the
sharing of information, focusing upon abilities rather than upon disabilities,
and planning ahead thus to anticipate and to avert or reduce difficulties
associated with individual profiles of strengths and weaknesses and
anxieties.

M.J.ConnorMarch 2007

Acceptance and Friendships in Mainstream Classes

The guidelines concerning
provisions for children with ASD who attend, or who are about to attend,
mainstream schools set out by Boutot (2007) begin with a recognition of the
major issue ….. namely that everyone needs friends and to experience a sense of
belonging, but that a core feature of ASD is the difficulty in making and
maintaining social communication and relationships.

While there is considerable
individual variation in the precise nature and severity of the needs of
children with ASD, there are likely to be common problems in respect of reading
social signals, starting and sharing a conversation, and interacting with
peers. There might also be the further problems of restricted interests and of
stereotyped or repetitivebehaviours,
and of idiosyncratic language style, which would further challenge the ease of
peer acceptance.

Nevertheless, Bouton cites
existing evidence that the opportunity to work and interactwith typically developing peers is
associated with enhanced behavioural, communicative and social skills among
children with ASD.

What matters is that true
inclusion and positive relationships will not arise incidentally from simply
arranging for the children with ASD to attend a mainstream school.Rather, there is a requirement that the mainstream
peers (and staff) are fully accepting of the child with special needs, and this
will involve pre-planning and preparation.

To emphasise the potential
complexity of promoting inclusion, Bouton refers to the factors determining how
typically-developing children perceive each other and on what basis
relationships are established.

Firstly, it seems that
individuals have a preference for other children who are much like themselves
in terms of their ability, language, behaviour, and dress …. (with implications
for the value of school uniforms, one might say).

It appears, too, that children
also lean towards those others towards whom they perceive teachers to have
positive feelings.

The final and important point is
that children develop a preference for children with whom they spend
significant amounts of time. Proximity
is a key factor.

Popularity of a child seems
largely to be a matter of positive social and communicative skills although
there are gender differences in that girls who are able academically, and boys
who are able in sports and games, are likely to be preferred.The less popular students are those with the
poorer social skills or the capacity to work cooperatively with others, who
lack the academic or sporting abilities, and whose behaviour is seen as
inappropriate.

Bouton comments that the
particular difficulties of the child with ASD will present challenges for
acceptance by peers and for access to friendship circles.There is a risk lest the disability (which
is only one aspect of the child’s total personality) will assume exaggerated
significance and stand in the way of full admission to themainstream group.She acknowledges that efforts towards social inclusion have not
always been successful and that evidence exists that children with disabilities
are not so readily accepted by peers as those with no disabilities.

The result is that a child who
has any special needs may well tend
to spend most of his or her time with children who have similar needs, although
evidence is mixed about the social opportunities and the degree of acceptance
observed among children with and without disabilities.

Her own earlier study (Boutot and
Bryant 2005) points to the importance of mainstream opportunities given that,
while acceptance is not the same as actual friendship, children with
disabilities in inclusive classrooms were seen to present as true members of a
meaningful social group.

It is repeated that it is the
social skill anomalies or deficits among children with ASD which are a
significant source of inhibited acceptance by other children.

Reference is made to some
specific issues likely to interfere with relationships, such as atypical or
echolalic speech, an insistence upon sameness, pre-occupations, perseverative
behaviours, little recognition of others’ feelings, and lack of eye contact or
of social reciprocity.No single aspect
of behaviour or “style” will have much impact, but the combination of features,
or severity of such characteristics, will (negatively) influence
acceptance.

The implication is for the
planning of strategies by which to enhance the probability of acceptance and
friendship.

The first piece of advice
concerns the careful choice of school and
class setting where the teaching staff share, or at least appreciate, the
philosophy behind social inclusion.Observation of the classteacher’s generalstyle would be usefully included within planning to determine the
extent to which use is made of positive reinforcement, multisensory and
multi-modal approaches, the extent to which children work in small groups,
clarity of expectations and instructions, and time for practice and for
consolidation of new material.

One would also assess the
physical environment in terms of the level of sensory distractors such as poor
lighting, or extraneous noises; and whether the acoustics are appropriate.

Are the children at ease with
group working, and with supporting each other ?

In other words, which
school/class would best fit the child, and where would the child best fit the
class ?Admission to which class/school
would involve the least modification or disruption ?

Turning to the matter of scheduling, it is recognised that the
timetable may require some modification to allow for access to individual or
small group work, or to specific support activities (such as speech therapy).

The advice is to keep to as few
as possible occasions when the individual has to leave the classroom, and/or to
manage the occasions such that leaving, or returning to, the classroom coincide
with natural transitions like the start or end of break (so that they are less
noticed by the other members of the class).

It is further suggested that
therapeutic work is carried out, as far as possible, in the school setting, and
support work in the class setting, to minimise the need for shifts in the
normal routines.

Support could include anything from a printed copy of the teachers’
notes to the continual availability of a classroom assistant.The general principle is to offer support in
as unobtrusive a manner as possible thus not to cause the child or young person
with ASD to stand out from the rest of the class.

Therefore, a classroom assistant
would usefully monitor events from a discrete distance and become directly
involved only when necessary while also being available to assist other
students … iebeing seen as a supporter
to the class as a whole rather than to the individual with ASD specifically.

Assisting the class teacher would involve, as necessary, the
provision of background information about ASD generally and about the needs of
the child in question particularly.Support staff, such as advisory teachers and outreach specialists, would
usefully provide ongoing suggestions about targets and strategies plus actual
resources as required.

It is appropriate not to allow
any “mystique” to develop about the methods of managing and teaching children
or young people with ASD, but to be willing to share information and ideas.

Equally important is raising awareness among the peer group
although it is acknowledged that there might be issues about confidentiality …
perhaps a function of the age of the class and the precise nature and level of
the disabilities of the individual with ASD.It is suggested, for example, that in the senior stages of schooling, it
may not be appropriate to draw attention to the student with ASD unless he or
she shows disruptive characteristics or requires support that would be only too
noticeable.

Among younger age groups, it may
be reasonable to arrange a meeting of the class where the teacher or another
professional describes the nature of ASD and the particular style of the child
who is about to join the class (or who has always been in the class but whose
needs are beginning to set him or her apart from the norm).
It is recommended strongly that the emphasis in such a discussion is upon what
the individual is good at, likes, is interested in, and how (s)he is similar to
everyone else in the group(and not
upon the things that are found difficult or which make him or her different
from the rest of the class).

Reference would also be made to
the appearance of any special resources that will be used thus to reduce
curiosity, while also mentioning any unusual and potentially intrusive
behaviours.

Some ideas would be shared with
the class about how to talk and interact with the individual with ASD; and, in
the case of someone transferring from a specialist class/school to a mainstream
class, arrangements should be made to meet a small group of the children (s)he
would be working with in that mainstream class.The group in question would ideally include the more popular
members of the class.

(This latter suggestion is held
to be particularly appropriate for senior school students who do not operate in
one single class but who may be dispersed among a range of sets or groupings
across different subjects).

In preparing the child or young person forschool admission or for transfer from one setting to another, it
is advisable to address skill deficits in advance thus to reduce the risk of
inhibiting social progress.This could
well include the direct teaching and practising of self management or social
and communication skills.

Admission or transfer will be
aided by advance visits and/or videotapes of the mainstream class, plus the use
of social stories by which to prepare for the move and to provide a frequent
reminder about expected (social) behaviours.

Family support (and bi-directional communication between home and
school) is seen as important.Prior to
school admission or transfer, a shared meeting would be valuable to begin the
process of contact and information-sharing.

The general principle implied in
much of the foregoing is to take nothing for granted, but to seek to anticipate
events within an overall policy of maintaining a consistent routine and
structure for the school day.

Bouton concludes that positive
social relationships are very important for the quality of day to day life for
children, young people, and adults.The
implication, therefore, is to provide for children and young people with ASD
the opportunity to establish relationships similar to those enjoyed by
typically developing peers (plus ongoing support and advice by which to
maximise the stability of the relationships).

Moving to Secondary School

In addition to the characteristic
features of impairment in social communication, language, and flexibility of
thinking, children with ASD frequently experience high levels of anxiety
particularly when facing the prospect of some (major) change in their lives.

This was the starting point for
the work of Watson et al (2006) who recognised the potential for anxiety (and,
presumably, for regression in existing levels of social competence and
confidence) when children with ASD face the transition from junior to secondary
school.This can be a challenging time
for any child facing the need to attune to a very different and complex
setting, new demands, and different peer groups, as well as a range of teachers
with their own individual teaching styles and expectations. However, with
preparation for the impending changes and ongoing support, it is believed that
anxiety can be minimised and the probability of emotional or behavioural
difficulties reduced.

The study completed by these
present authors focused upon a sample of 12 children with a formal diagnosis of
ASD, initially identified while attending a language unit in a local clinic,
and due to enter mainstream secondary schools at the start of the next academic
year.

In the early Summer, the
secondary schools were approached for information about the tutors and tutor
groupings, school rules, a map of the school, details of school clubs, term
dates, and any other information deemed relevant.The school staff were provided with information about the children’s
diagnoses and the proposed intervention.

The children were allocated to
one of three groups which met on four consecutive half days, for two hours each
day, during the Summer holiday.The
children were then aged around 11 years, and the groups were staffed by a
speech and language therapist, two nurses, and a clinical psychologist.

Parents were invited to attend
the first group session, and to share any concerns with the staff, and were
also invited to attend the final (feedback) session.

The format for the group
activities involved a baseline (questionnaire) measure of confidence about
given areas concerned with getting to school, school organisation, and
interactions.Parents were given the
same questionnaire so that their views could be added.

Issues of potential concern
included ….

Travelling to and from school

Finding the way round the school

Getting to lessons on time

Having the right equipment

Working alone in class

Homework

Seeking help from teachers

Seeking help from other students

Seeking help from parents

Joining clubs

Sports and games

Dealing with any teasing and bullying

These areas were subject to
discussion, role play, etc. during the group sessions.

The sessions were organised as
follows ….

Describing the purpose and goals; discussion of the
initial visit to the new schools; identifying good and bad things about
junior school experiences and how the secondary school might be different;
concerns about the new school or things they were looking forward to;
general sharing of thoughts; discussion of travelling issues and a quiz
format to rehearse strategies about what to do if they missed the bus or
if there was teasing on the bus, etc.

Review of travel issues; discussion of
organisational matters (largely contributed by the children) such as time
for getting up, having the right equipment; use of the timetable; finding
way round school; etc, … with a role play activity to illustrate
strategies to deal with organisation (having the right material for the
school day).

Review of previous issues discussed; a focus upon
“working in the classroom” involving a role play by the adults with the
children to comment on illustrated behaviours such as interrupting,
fidgeting, being distracted, talking at the same time as the teacher;
answering back; copying another child’s work; and eating in class.Discussion about bullying and how one
might be vulnerable.A quiz to
rehearse organisational strategies (eg what to do if the child arrives
late, or has not got PE kit, or if something has been mislaid, etc.)

A review of the issues about bullying and when to
seek help; discussion of strategies for making friends; a quiz by which to
check awareness of the issues; parents and children together to share a
feedback session. A quiz covering all the issues introduced across the
sessions.

All the issues that could be a
source of concern, and the strategies for dealing with them, were summarised in
a booklet of which each child kept a copy.

Information about the issues
listed as likely sources of concern was sent to staff in the secondary schools
along with a copy of the booklet, and further details about the specific style
or weaknesses of the children.

The secondary schools were
visited by members of the support teams during the early part of the first term
to check how the children were coping and to discuss any matters causing
concern; and the children attended a follow up group during the Christmas
holiday to review experiences and any anxieties, and to re-complete the
confidence questionnaire.

The review data indicated that 8
of the 12 children were more confident about finding their way around the
school; 8 were more confident about issues surrounding organisation such as
getting to lessons on time; and 10 children were more confident about homework.However, 9 children reported lower
confidence about joining clubs.

The parental responses
immediately after the groups sessions showed that 8 parents were more confident
about the children having the right equipment for each day; 9 were more confident
about the children getting to lessons on time and dealing with teasing and
bullying; and10 parents were more
confident in the children’s willingness or ability to ask for help from other
students.

After the first term, the
parental responses were described as showing a generally increased confidence
in the children’s capacity to manage most aspects of the secondary school,
including travel, having the right equipment and arriving at lessons on time,
seeking help, doing and handing in homework, participating in sports and games,
and working independently.

On being asked initially what
they would change about school if they could, the children’s responses included
having more playtime (which, one might say, is an encouraging sign in itself),
having less or no homework, or not to have to go to school.Some suggestions included staying in the
same class all the time to avoid confusion, and not having a school
uniform.

Parental wishes tended initially
to refer to a smaller setting and one where their children would be safe and
helped to establish friendships; and for there to be access to structure and
support during lessons and break, along with regular staff training about
ASD.

After the first term, the
children still suggested more break time and less homework, and wanted an end
to teasing/bullying.Parents felt that
teachers could make more allowances for the children’s specific difficulties,
and that more communication between home and school would be helpful. They
referred also to the need for more friendships and for an end to any teasing or
bullying.

Meanwhile, the staff reported few
concerns (and those expressed were about the issue of friendships).They reported that the information provided
had been helpful, and were reminded to ensure that the information was shared
among all the staff.Interest was
commonly expressed in the offer of training in the nature and management of
ASD.

In their summary and conclusion,
the authors argued that the group sessions had been influential in preparing
the children for the secondary school transfer and the associated shifts in
organisation and expectations.

However, a real increase in confidence levels was only observable following a
period of actual experience in the secondary school …. (perhaps, one might say,
with implications for increasing the amount of time spent in visits to the
secondary school during the preceding term in order more fully to attune to the
atmosphere and the organisation).

By contrast, the parents appeared
more reassured at the end of the group sessions by the availability of the
strategies and the links established with the school (and by the opportunity to
share and discuss concerns with other parents facing the same
circumstances).

After a term, the parents showed
increased confidence.This was
attributed to their being able to see how their children were being directly
supported.

Communication with the school
staff and feedback were significant in that greater parental reassurance was
associated with their degree to which they were involved and informed.

The authors emphasised the issue
of communication by holding that the main benefits of this initiative were
associated with the links established between home, school, and clinic thus to
share ideas, concerns, and advice.

A follow-up after a year
indicated that all the children appeared settled with no reports of behavioural
problems or of anxiety/refusal in respect of attending school.Staff were reported to have developed
greater awareness of ASD and its various manifestations, and were proactive in
seeking to address needs and in seeking advice from mental health
professionals.

Early liaison and planning were seen as the key, enabling the
secondary school staff to prepare for the transition of the children with ASD
by access to information about their needs and idiosyncratic styles, raising
the children’s awareness of the different circumstances that will be
experienced, and reassuring parents about the school staff’s awareness of their
children’s needs and of responsiveness to concerns.

Transition to University

The general theme expressed in
the work of Martin (2006) is that significant numbers of individuals with ASD
will succeed in gaining a university place, with possible implications for
staff anxieties or feelings of not being ready to cope.Martin believes that such reactions are a
result of the considerable publicity afforded of late to autistic spectrum
disorders, leading to the association of the ASD label with all of the negative
characteristics and with severe symptomatology.

The reality is that students with
ASD who enter university are likely to cope at least adequately or better if
given appropriate support….. and
Martin’s notes provide a summary of the likely needs and the means by which to
reduce or compensate for them.

She begins by stressing the range
of needs that may be subsumed within a spectrum
disorder such that, in some cases, a formal diagnosis or access to specific
support will not be necessary, and one needs to be sensitive in determining at
which point the observed needs warrant highlighting among the relevant staff
and where support for at least some aspects of student life will be
required.

Ideally, in such cases, the needs
will have been communicated before the beginning of the university term with
support systems or principles established in advance.

There is an issue about
disclosure of an ASD diagnosis especially given the relative subjectivity of
the diagnostic process (reinforced, one might note, by recent debate whether an
ASD label is applied too readily to individuals who happen to appear somewhat
idiosyncratic in their social style or not to be at ease in group settings).
Some students may be happy to be so-recognised, others may be more sensitive
about their being perceived as different.

In any event, Martin cites recent
legislation to the effect that informed consent must be obtained from a student
before information can be shared with other people.

(The present writer - MJC - has
worked with a secondary school student who has been given a diagnosis of
Asperger Syndrome, and the dilemma about whether or not to discuss this label
has been reduced by the pupil’s initiation of this topic, but also by adhering
to the principle that, whether a specific diagnostic label is applied or not,
or shared or not, one can usefully focus upon actual behaviours and those settings where social difficulties or overtly
negative behavioural reactions are most likely.The Asperger label, like a label of Dyslexia or ADHD, for example,
provides a general reminder for all concerned about where the individual’s
difficulties are likely to be demonstrated.)

The first “risk” surrounding ASD,
described by Martin, is that of potential anxiety or feelings of insecurity in
the student with ASD that will be generated if routines are not clear or if
anticipated events are subject to unpredictable change.The moral is to ensure the provision of a
clear timetable and a shared understanding that any alterations will be
communicated explicitly to the student in good time.

(This kind of advice illustrates
the further principle running through Martin’s paper that a medical model of ASD is not
helpful.One would not set out somehow
to change the student or to make him or her ordinary because the ASD
characteristics will always be there; instead one sets out to modify the
circumstances and environment in order to take account of the ASD style and to
reduce the probability of evoking anxiety or insecurity etc..In addition, there is a need to highlight
the positive skills and capacities of the student as much as, or more than, the
weaknesses.)

With regard to these strengths,
it may be the case that, especially by the stage of higher education, the
student has a commitment to a given subject area and an already considerable
body of knowledge, with the probability of a willingness to devote much time to
assignments and ongoing study (and correspondingly less time to social
pursuits) alongside a capacity to adopt an individualistic perspective upon
shared topics.

(This situation may be seen as not like the school experience where an
individual cannot escape from the group and
is expected to pursue a whole range of subjects when he or she may see little
instrumental purpose in, nor gain any interest from, some of those subjects.)

Martin goes on to stress that
greater potential problems will, inevitably, be associated with social
situations and social interactions, given the core nature of ASD.

Friendships may be limited or
absent, with the additional risk of some exploitation from others; and it is
acknowledged that ASD style, such as limited eye contact or failure to read
non-verbal signals or idiosyncratic language usage, can cause the individual
with ASD to appear socially awkward.

The language issues may include a
contrast between apparently good expression but some limitations in
comprehension including a difficulty with humour or a tendency to take things
literally.Further, the individual may
not have the language or the vocabulary by which to express feelings plus an
uncertainty about when or how to seek help.(One practical implication in classes is to provide back up notes, or to
use visual cues and illustrations).

It may be difficult to intervene
in informal settings, but the advice for staff is to focus upon clear and
unambiguous language both in classes and elsewhere, thus to minimise the risk
of any confusion.The understanding of
instructions for assignments or assessments should be checked thus to pre-empt
any uncertainty; and the student directly brought in to group discussions via
direct and specific questions (along with discrete prior advice, and regular
reminders, about keeping to the point and not seeking to dominate group working
or to interrupt others).

(This above kind of direct advice
is likely to be viable given the growing evidence that individuals with ASD may
not automatically consider social cues or read the feelings of others, but can respond to direct advice, guidance,
and cues about specific situations.)

Martin does emphasise, however,
the discrete aspect of the advice
giving, or of the pointing-out of behaviours which threaten the ease of
inclusion of the student with ASD, since she regards it as a common myth that
individuals with ASD do not experience embarrassment.

She goes on to suggest the
desirability of assurances from staff that any concerns expressed by other
students will be treated with an appropriate level of sensitivity and
confidentiality; and that any reference to behaviours attributable to ASD would
only be made in discussion with another student or group of students if the
individual concerned has agreed a way in which such information can be shared.

Similarly, direct advice may be
needed to ensure that the student with ASD does cover all aspects of the course
and does not devote all energies to those aspects in which there is a
particular interest.It may need to be
acknowledged that competence in a subject may require exposure to material which
is necessary but less than exciting…..
(some Psychology students might use
the example of that element of their course dealing with statistical
significance of observed data and the application of analyses of variance) ….
and one would make the point that this material needs to be covered to a given
standard if the desired qualification is to be gained (ieone provides an instrumental purpose).

Turning to social and emotional
issues, Martin recognises that low self esteem or anxiety, or even depression,
can be observed among young adults with ASD, and that such feelings may be
increased as a result of moving away from home and from all that is familiar ….
although students with ASD will vary in their level of contentment with their
own company and in their need or wish for interactions.

The suggestion is for enlisting
support to help the student get through the first week or so, including how to
find out about clubs and societies given that regular recreational
opportunities via organised activities may go some way towards meeting the social/interactional
needs.

Further, it is suggested that the
student is equipped with computer facilities thus to ensure e-mail access as a
means of delivering information or reminders about shifts of routine, and of
maintaining contact with family and home-area friends.

A cancellation of a lecture, for
example, could be alarming of the student did not have prior notice (either
via-e-mail or via a personal note).

The principle continues to be
that of taking nothing for granted.

Meanwhile, direct advice may be
necessary about social interactions and about considering the needs of others
living in a communal setting.Advice
might include not taking over the whole of a shared space, while also, as
appropriate and agreed, allowing fellow students some awareness of ASD and
likely style to ensure that certain idiosyncracies (eg some mild obsessionality
about how belongings are organised) are not seen as a problem.If there is no impact upon anybody else,
various behaviours can be safely tolerated and taken for granted.

It is also suggested that sensory
overload could be a problem with, for example, the college refectory a likely
source of over-stimulation perhaps evoking physical or psychological withdrawal
and reinforcing the sense of difference of the individual with ASD (and
inhibiting social inclusion).The moral
is to help the individual select a place in a quiet corner or to time his
visits during a less busy time.

The overall implications involve
the availability of someone who can monitor progress and provide the ongoing
advice and reassurance, acting as a first point of contact, so that the student
can be assisted to establish a routine for the day to day demands, not just of
academic work but of practicalities like shopping.

(One might also predict that the
student with ASD would settle more readily in a single campus setting where
lecture rooms, common rooms, residential facilities, etc, are all on the same
site.)

Martin concludes by citing a
series of questions or considerations by which to plan ahead on the part both
of the student him- or herself and of DSA officers or anyone likely to be
working with the student.

To begin with, does the
institution present itself as positive towards students with special needs, and
with an understanding of Asperger Syndrome ?

Before entry to the college,
there is a need for transitional planning in order that the student can become
familiar with the campus and the residential setting.The suggestion is that a gap year could be helpful in that
university entry could be organised on the basis of known examination results
and with time for planning to be completed by DSA staff and for visits to be
made in advance.

Given the student’s agreement,
does the person completing the DSA assessment liaise with the appropriate staff
at the university thus to ensure that the arrangements made are realistic and
that the support will meet the needs ?

Does the disability officer
(named person) at the university continue to monitor events and to meet the
student to determine how to share information with staff generally, and do the
monitoring and advice extend beyond academic issues to include help for
independent living skills ?Is staff
training adequate and anticipatory and does it extend to all staff including
the residential services’ team ?

Will a named person from the
university be available to communicate with the student during the holiday
prior to university admission, to provide general information and to answer any
questions or concerns, and specifically to provide details about arrangements
for the first day or two ?

With regard to the early days of
attendance, the first consideration concerns the generation of a clear
timetable for the student as quickly as possible in order to enable a sense of
security about where to be, when, and for what.

There is the further suggestion
of planning some regular recreational activities as rapidly as possible,
helping the student to identify clubs and societies which will provide a social
timetable.

The student may also need help in
making practical arrangements like signing on with a local doctor, together
with direct advice about keeping up with course commitments including, where
necessary, a tactful but firm reminder of what is required to pass elements of
the course.

While respecting the student’s
wishes about disclosure of an Asperger diagnosis, can the named person provide
staff with advice and support ?The
general pattern might best involve a kind of problem-solving approach by which
to discuss how to deal with specific issues which arise or could arise ….
within which transitions from one element of the course to another might need
planning, along with ensuring that any changes (such as modifications to the
timetable or the approach of examinations) are heralded well in advance.

In all this, can one be sure that
the support arrangements are fully understood by the student, and that they are
continually reviewed and modified if necessary ?Does the student know what to do and where to go if there is some
problem or concern ?Is there a clear
system for communication ?

Martin’s final comments
re-emphasise the matter of being ready to support a student with Asperger
Syndrome with staff aware of the reality, despite the relative invisibility, of
the needs in question, and willing to make small adjustments to their style in
order to maximise predictability and routine.

******

M.J.ConnorMarch
2007

REFERENCES

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with ASD in inclusive classrooms.Intervention in School and Clinic42(3)156-161

Boutot E. and Bryant D. 2005Social integration of students with autism
in inclusive settings.Education and
Training in Developmental Disabilities40(1)14-23

Martin N.2006Strategies which increase the likelihood of success at university of
students with Asperger’s syndrome.Good Autism Practice7(2)51-60

Watson A., Hughes M., and
Sungum-Paliwel R.2006Enabling the transition of children with
autistic spectrum disorders into secondary school.Good Autism Practice7(2)23-36